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CHAPTER TWO Research on L2 grammar teaching, learning and assessment Introduction As we saw in the last chapter, second and foreign language educators have looked to diﬀerent schools of linguistics for insights about language. This has considerably broadened our notion of grammar and has led to a deeper understanding of the role that grammar plays in conveying meaning in communication. However, although linguistic analysis can tell us what the language system is and how it works, it still cannot tell us how second or foreign languages are best learned or what teaching practices most eﬀectively promote L2 learning.

In other words, information on the acquisitional order of grammatical items could conceivably serve as a basis for selecting grammatical content for tests that aim to measure diﬀerent levels of developmental progression, such as Chang (2002, 2004) did in examining the underlying structure of a test that attempted to measure knowledge of the relative clauses. These ﬁndings also suggest a substantive approach to deﬁning test tasks according to developmental order and sequence on the basis of how grammatical features are acquired over time (Ellis, 2001b).

In this respect, I have diﬀerentiated between language and language analysis or linguistics. I have also discussed several schools of linguistics and have shown how each has broadened our understanding of what is meant by ‘grammar’. Finally, I have shown how these diﬀerent notions of grammar provide complementary information that could be drawn on for purposes of teaching or assessing grammar. In the next chapter I will discuss how second language grammatical knowledge is acquired. In this respect, we will examine how grammatical ability has been conceptualized in L2 grammar teaching and learning, and how L2 grammar teaching and learning are intrinsically linked to assessment.